eaps 53600: introduction to general circulation of the ...dchavas/download/...semester project you:...

EAPS 53600: Introduction to General Circulation of the AtmosphereSpring 2020Prof. Dan Chavas

Source: https://svs.gsfc.nasa.gov/cgi-bin/details.cgi?aid=30017

NASA GEOS-5 Computer Model

Source: https://www.youtube.com/watch?v=R2lP146KA5A

What’s wrong with this animation?

Topic: Climate context for atmospheric circulationsReading:1. (Review of basics: Hartmann Ch 1.1-1.7, 3.1-3.2)2. Hartmann Ch 2, 3.8, 3.10-3.11

Introduce yourself: Name + year + research interest / majorIf you have a preferred name that differs from the official Purdue listing, please let me know!

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Purdue is committed to creating and sustaining a welcoming campus for all.

Does everyone have a laptop?

Who has experience with MATLAB?Python?

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Course objectives (briefly)

1. Physics of the range of large-scale atmospheric circulations found on Earth

2. Hypothesis-driven inquiry using labs, models, and data

Large-scale circulations1) Movement of air2) Over long horizontal

distances (L>100 km)

Student-driven (you)

Hypothesis-driven

Student-driven (you)

Hypothesis-driven

An example, right off the bat

𝒈 =𝑮𝒎𝒓𝟐

This is an equation for the gravitational acceleration at some radius 𝑟induced by an object of mass 𝑚:

Standard lecture

[𝑚𝑠+,]

“I’m wondering... would a ball hit the ground faster on the Earth or the Moon?”

Hypothesis-driven

A testable hypothesis: A ball dropped from the same height would hit the ground faster on the Earth than the moon.

Group:1) What do you need to know to test this hypothesis?2) How could you test this hypothesis?

Direct observation vs. Laboratory (i.e. physical) simulation vs. Model simulation (equations/computer)

Semester project

You:• Propose a testable hypothesis – anything related to large-scale circulations• Propose methodology for testing – could use data, computational model, laboratory (rotating tank)• Execute• Synthesize in oral presentation (last day of class) + final paper (due during finals week)

Projects are individual; undergrads can work in a pair if desired.

Milestones are on the course schedule.• First milestone (M1a) due week of 01/27: three hypotheses of interest + methods to test (as

specific as possible) • You will review each others milestones!

Please bring your books to class!

You will be able to use figures / equations / your notes from the reading in group discussion.

Other questions?

Climate context for atmospheric circulations

What’s wrong with this animation?

https://media.giphy.com/media/o2XbUUi1CXKTe/giphy.gif

Planetary dynamicalforcing:1) rotation (𝑓);2) differential rotation (𝑓varies with latitude)

𝑓 = 0

𝑓 = 2Ω

Planetary thermodynamicforcing: differential heating(solar insolation gradients, surface variability (land))

𝑓 = 2Ω𝑠𝑖𝑛𝜙

These simple external ingredients...

Source: https://svs.gsfc.nasa.gov/cgi-bin/details.cgi?aid=30017

NASA GEOS-5 Computer Model

35021885

White: total precipitable water (brigher white = more water vapor in column)Colors: precipitation rate (0 − 1588

9:, red=highest)

Kelvin waves, Rossby waves

Rossby waves / Extratropical cyclones

Tropical cyclones

Hadley cellWalker cell

Monsoon

Madden-Julian Oscillation (MJO)

... generate many types of horizontal circulations!

A couple of contrasts to think about

1) Tropics (weakly-rotating) vs. extra-tropics (strongly-rotating)

2) Waves vs. overturning circulations• Waves (gravity, Rossby…): require a dynamical restoring force• Overturning circulations (Hadley, Walker...): principally a response to differential heating

(less dense fluids tend to rise...)

You will investigate this with the rotating tank!

Student-driven (you)

Hypothesis-driven

Question: would our atmosphere be different if air didn’t move?

This is Homework 1 (posted on blackboard): due next Thursday 01/16.You will start today in class – groups of 3.

Hypothesis: If air didn’t move, the equator-pole surface temperature gradient would be larger than it is on the real, present-day Earth.

One specific, testable hypothesis

Test this hypothesis using Hartmann Ch 2-3.

Group (10 min):1) What information do you need to test this hypothesis?2) What methods could you use to obtain that information?

Hypothesis: If air didn’t move, the equator-pole surface temperature gradient would be larger than it is on the real, present-day Earth.

Options:1. Direct observation2. Laboratory (i.e. physical) simulation3. Model simulation ß only option... how could you do it?

What assumptions would you make?

An experimental tool: a model for a single column of surface + atmosphere in radiative equilibrium http://singh.sci.monash.edu/Nlayer.shtml

Group (10 min each):1) What experiments would you propose with this model to test this hypothesis?2) What assumptions will you be making in your methodology?

This model finds the solution with 1 or more atmospheric layers, and each layer is 1) transparent to shortwave radiation (i.e. shortwave emissivity = 0), and 2) can have a longwave emissivity 𝜖 ≤ 1.

see Hartmann Ch 2.5, 3.8

A second experimental tool: a model for a single column of surface + atmosphere in radiative-convective equilibrium: http://rcmodel.mit.edu/

see Hartmann Ch 3.10